Whanganui Regional Strategy Group cluster2011 action plan Date: 5 April 2011 Updated:
Purpose of the RSG
· Develop strategies specific to their region to improve education for gifted and talented students: · Become familiar with the GATE website and associated smart tools, and online community · Align approaches to GATE in schools with Ka Hikitia, the Pasifika Education Plan, NCEA, National Standards and areas of government priority · Grow coherence and coordination of approaches between schools and: o Professional Learning and Development providers , Ministry regional education and performance groups (EPGs), GAT stakeholder providers , Local industry and businesses · Explore ways of disseminating and sustaining best practice within the region, including regional symposia and online communities · Identify and support potential schools which may take a regional cluster leadership role · Contribute to and attend the National GATE hui
Government Priorities
Regional strategic plan and associated activities
Responsible
Timeframe
Success indicators
Review of outcomes
Raising the achievement of gifted and talented students; particularly Maori and Pasifika students in rural and/or low socio-economic areas
Goal: A. To conduct a needs analysis for this region- whats happening for GAT kids, teachers and parents i. What is going on in other areas? ii. What is not going on that should be? B. To establish a group within the region to bring together teachers and parents i. Teacher networks ii. Parent networks iii. To establish good links between primary- intermediate and secondary C. To establish processes for early identification of GAT students i. Access to local identification- visiting educational psychologist ii. Records need to follow the child from school to school suggestions/policy for school to talk to parents and vice versa
Building whole school capability in a sustainable way that allows schools to self-manage their requirements under National Administrations Guideline 1 (iii) c
D. To consider the following in providing professional development for all teachers/schools in GATE iii. Student voice iv. Personalised learning v. Maori giftedness vi. The effect of poverty vii. Cultural constructs of giftedness
Support the implementation of National Standards and gathering of baseline data that allows for the longitudinal tracking of students’ achievement
Support the implementation of · The NZ curriculum (2007) and Te Marautanga o Aotearoa · Ka Hikitia 2008- 2012 · Pasifika Education Plan 2008-2012
Collaborative service delivery across numerous providers that provides a continuum of support (driving whole school capability)
E. To establish professional networks or clusters –would need more than one for this region - Palmerston North, Whanganui, New Plymouth etc F. Utilise Massey University, staff, resources etc to ‘exploit’ their potential
Date: 5 April 2011 Updated:
Purpose of the RSG
· Develop strategies specific to their region to improve education for gifted and talented students:· Become familiar with the GATE website and associated smart tools, and online community
· Align approaches to GATE in schools with Ka Hikitia, the Pasifika Education Plan, NCEA, National Standards and areas of government priority
· Grow coherence and coordination of approaches between schools and:
o Professional Learning and Development providers , Ministry regional education and performance groups (EPGs), GAT stakeholder providers , Local industry and businesses
· Explore ways of disseminating and sustaining best practice within the region, including regional symposia and online communities
· Identify and support potential schools which may take a regional cluster leadership role
· Contribute to and attend the National GATE hui
A. To conduct a needs analysis for this region- whats happening for GAT kids, teachers and parents
i. What is going on in other areas?
ii. What is not going on that should be?
B. To establish a group within the region to bring together teachers and parents
i. Teacher networks
ii. Parent networks
iii. To establish good links between primary- intermediate and secondary
C. To establish processes for early identification of GAT students
i. Access to local identification- visiting educational psychologist
ii. Records need to follow the child from school to school suggestions/policy for school to talk to parents and vice versa
iii. Student voice
iv. Personalised learning
v. Maori giftedness
vi. The effect of poverty
vii. Cultural constructs of giftedness
· The NZ curriculum (2007) and Te Marautanga o Aotearoa
· Ka Hikitia 2008- 2012
· Pasifika Education Plan 2008-2012
F. Utilise Massey University, staff, resources etc to ‘exploit’ their potential